Written composition

• Can’t remember what they want to write for long enough to write it down.
• Finds it difficult to apply the skills that they do have when writing a sentence or a longer piece – for example, words that they can spell in a spelling test are spelt incorrectly within a story.
• May miss out words when writing. Sentences may not make sense.

Based on need, some of this provision will be effective.

• Provide a visual sequence strip to support the ‘Think it, say it, write it, check it’ process. This should be available on the child or young person’s desk.
• Record the child or young person speaking their sentence, so that they can play back what they want to write, using a talking button or similar device. Help them to count the words in their sentence – draw a box or line for each word or place a counter above the page for each word.
• Write on every other line, to leave space for editing.
• Use scaffolds for writing, such as sentence starters, word banks, graphic organisers, pictures, labels, images, writing frames, story boards or story maps to support the writing process, and provide adult support to practise using these.
• Use a ‘perfect sentence’ approach.
• Provide additional guided writing and editing sessions – for example, following the ‘Write Away Together‘ structure.
• Provide individualised writing intervention (training is provided by Devon’s SpLD team).

Support services

• The Devon English Team
• Devon’s Specific Learning Difficulties (SpLD) Team
• Devon’s Educational Psychology Service
• Devon’s SEND ICT Team

Further reading and information

• Devon’s guidance on understanding children and young people with literacy difficulties
• What Works for Literacy Difficulties? – a database of interventions
• Apps to support children and young people with literacy difficulties

Resources to share with parents

• 10 Ways to Help Improve Your Child’s Writing Skills | Reading eggs
• Creative writing | Oxford Owl for Home